Acknowledgement

Felix Obegi and Ms Jackline Moriasi for their tireless effort, guidance, valued ideas and advice during this period. This study sought to examine the effect of teacher characteristics on ICT integration in public secondary schools in Nakuru Town Sub-county, Kenya. The objectives of the study were: To establish the effect of teacher educational beliefs on ICT integration; to establish the effect of self-efficacy on ICT integration. The study adopted a descriptive research design. The effect of teacher characteristics on ICT integration was tested statistically using Pearson Moments Correlation. The effect of teacher characteristics on ICT integration in public secondary schools was determined at the alpha level of p<0.05. To describe the various elements of teacher characteristics on overall ICT integration, descriptive analysis (percentages) was done. Data was presented using tables. Purposive sampling design was used in the study where one Head teacher, one Head of ICT Department and one ICT teacher were purposively sampled from each of the 22 public secondary schools yielding a sample size of 66 teachers.The findings of this study was that teacher characteristics positively affect ICT integration. The study is beneficial to policy makers when developing teacher programs; it also helps teachers to see that intervention programs can influence their instructional behaviors; and it also provide